<![CDATA[This study aimed to describe the implementation of a falulu fohalöwö-based Jigsaw cooperative learning model and changes in Grade III students’ learning outcomes and social skills across Classroom Action Research cycles in Natural and Social Sciences (IPAS) learning. The study was conducted in two cycles involving 21 students at UPTD SD Negeri 078081 Saombo. Data were collected through tests, observations, field notes, and documentation, and analyzed using quantitative and qualitative descriptive techniques. Learning mastery increased from 23.81% in the pre-cycle to 42.85% in Cycle I and 80.95% in Cycle II. The mean social-skills score increased from 2.82 in Cycle I to 3.70 in Cycle II, with improvements in participation, cooperation, responsibility, mutual cooperation, and respect for peers’ opinions. The action was refined between cycles through clearer role allocation, stronger expert- and home-group activities, additional support for students experiencing difficulty, and more explicit reinforcement of falulu fohalöwö values. The findings indicate that falulu fohalöwö-based Jigsaw is a promising contextual approach for supporting academic learning and social interaction in the studied classroom, although the contribution of local-cultural integration cannot be isolated from the Jigsaw structure and cycle-by-cycle instructional improvements.]]>
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